Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Review Pub Date : 2022-11-01 DOI:10.1016/j.edurev.2022.100493
Karen McLean , Susan Edwards , Timothy Katiba , Jacinta Bartlett , Michele Herrington , Maria Evangelou , Michael Henderson , Andrea Nolan , Helen Skouteris
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Abstract

Playgroups are a unique form of early childhood education and care provision involving children and their adult caregivers attending and participating in shared play. Playgroups are known to promote positive social and educational outcomes for children and adult caregivers (e.g., parents, carers, or kinship members), however, the playgroup research is not well summarised for confirming beneficial outcomes for children and their caregivers, alongside insight into the features of provision pertaining to playgroups in practice. To advance the field, this systematic literature review sought to identify the beneficial outcomes of playgroup participation for children and their adult caregivers and any indicated primary and secondary features of playgroup provision in practice. Forty studies met the inclusion criteria. Findings indicated several beneficial outcomes for children and adult caregivers, including amongst others, social and emotional beneficial outcomes for children and social connections and support for adult caregivers. Findings also suggested four primary and three secondary features of provision. Primary features were facilitator, play activities, safe welcoming space and routines and structure. Secondary features were service networks, materials and venue. Analysis of the reported measures used in the studies to establish beneficial outcomes for children and adult caregivers show a reliance on interviews and non-validated measures. Further research is needed using validated measures and to establish how beneficial outcomes of playgroup participation for children and adult caregivers are related to features of provision in practice.

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儿童和成人照顾者参与游戏小组的有益结果和特征:文献的系统回顾
游戏小组是儿童早期教育和护理的一种独特形式,涉及儿童及其成人看护人参加和参与共同游戏。众所周知,游戏小组可以促进儿童和成人照顾者(如父母、照顾者或亲属成员)的积极社会和教育成果,然而,游戏小组的研究并没有很好地总结,以确认儿童及其照顾者的有益结果,同时也没有深入了解游戏小组在实践中提供的特征。为了推进这一领域,本系统的文献综述试图确定游戏小组参与对儿童及其成人照顾者的有益结果,以及在实践中游戏小组提供的任何指示的主要和次要特征。40项研究符合纳入标准。研究结果表明,对儿童和成人照顾者有几个有益的结果,其中包括对儿童的社会和情感有益的结果,以及对成人照顾者的社会联系和支持。调查结果还建议提供四个主要特点和三个次要特点。主要特点是促进,游戏活动,安全的欢迎空间和惯例和结构。其次是服务网络、材料和场地。对研究中用于确定儿童和成人照顾者有益结果的报告措施的分析表明,依赖于访谈和未经验证的措施。需要进一步的研究,使用有效的措施,并确定儿童和成人照顾者参与游戏小组的有益结果如何与实践中提供的特征相关。
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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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